Browsing by Author "Pereira, Antonino"
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- Art education: two decades of creation, evaluation and application of an interdisciplinary method of artistic literacyPublication . Silva, Levi Leonido; Pereira, Antonino; Mendes, Liliana; Rodrigues, João Bartolomeu; Morgado, ElsaThe Interdisciplinary Method of Musical Literacy, Education and Artistic Awareness (MILMESA) is developed and applied essentially in higher education (artistic, cultural and teacher training courses), promoting effective endogenous (interarts) and exogenous interconnection (artistic and other non-artistic areas) of an inter and pluridisciplinary matrix, as well as assuming itself as a privileged vehicle of relationship and extension to the community in the frame of the making of artistic-cultural and pedagogical-didactic events in the European, Luso-Brazilian, Luso-African and Hispanic American territories. It was created, tested and evaluated in five consecutive quadrennia (2002-2023), being regularly adapted, adapted and added to according to the observed realities, evolving into the deepening of new concepts and models of intervention in these domains (e.g., Expressive and Proximal Didactics). Using the ethnographic method and the case study, and having the source of data collection as the document analysis of written and iconographic or visual sources (n = 1386) and participant observation, this study aimed to describe and analyse the application and evolution of MILMESA in terms of education and extension to the community. It was concluded that there was a need to promote, with greater regularity and scope, greater technological interaction via digital platforms and social networks, within the framework of the participation of external specialists (e-DEP) and the very experience of MILMESA's experiences and initiatives, giving it a more meaningful and participatory range.
- Artistic-cultural perspectives in technical-professional training at UTFPR-BrazilPublication . Auzani, Adriana Santos; Silva, Levi Leonido; Pereira, Antonino; Morgado, ElsaIn this research, we intend to study the role of art in the creative process, in engineering courses at the Universidade Tecnológica Federal do Paraná, as a technological innovation factor. This qualitative research is characterised as a method for adopting a naturalistic and descriptive perspective. The sample is composed of students and graduates (10); teachers, coordinators and directors of Education of the Pato Branco Campus (10); Dean (1); Entrepreneurs (4). In the analysis and discussion of results from semi-structured interviews, we opted for Content Analysis, having in perspective the Theory of Social Representations of Moscovici (1978). Among the main conclusions, we highlight the valorisation of creative, interpersonal and communicative skills as fundamental competences in the formation of an engineer. It is also highlighted that the role of art in engineering can enhance creativity and constitute a factor of technological innovation. This can promote the imagination and the capacity for necessary and fundamental abstraction in the design of engineering projects and the communicational plan. The integration of art in formal training, at the moment, does not constitute an institutional option, nor does it contribute to a significant dialogical relationship between curricular activities and extracurricular artistic activities.
- Effects of theta-binaural beats auditory stimulation on creativity, psychological well-being and mood states of university students: Pilot studyPublication . Mendes, Liliana; Silva, Levi Leonido; Pereira, Antonino; Morgado, ElsaThis study investigates the impact of theta-frequency binaural beats (BB) on creativity, mood, and psychological well-being in university students, addressing the growing interest and controversy surrounding this auditory stimulation technique. A quantitative, correlational, quasi-experimental design was employed, involving 26 university students aged 18–54 (96.2% female, 3.8% male). Participants listened to theta BB (6-Hz beat frequency on a 250 Hz carrier) for 20 minutes daily using the Binaural Beats App. Instruments included a sociodemographic questionnaire, the reduced Creative Personality Scale (EPC), the short Profile of Mood States Questionnaire (POMS), and the Psychological Well-Being Manifestation Scale (EMMBEP). Results revealed significant improvements in creativity, psychological well-being, and reduced total mood disturbance after exposure to theta BB. Significant differences in total mood disturbance across assessment moments highlighted the intervention's time-sensitive benefits. The study highlights the potential of theta-frequency BB to enhance psychological well-being, mood, and creativity among university students. These findings contribute to the growing body of evidence supporting the utility of BB as a non-invasive tool for improving mental and emotional states. Theta BB may serve as an accessible and cost-effective method for promoting mental health and fostering creativity in educational and therapeutic settings.
- Mental health challenges in professional musicians: A systematic review of stress, anxiety, and depressionPublication . Cardoso, Mário; Silva, Levi Leonido; Pereira, Antonino; Morgado, ElsaMental health challenges among professional musicians have gained attention due to the unique stressors associated with their careers. This review provides a comprehensive overview of these challenges and identifies potential areas for further research and intervention. A systematic search was conducted across multiple databases, including PubMed, Scopus, and Web of Science, using keywords such as "mental health," "musicians," "professional musicians," "stress," "anxiety," "depression," and "psychological well-being." The findings highlight the multifaceted nature of Music Performance Anxiety (MPA), influenced by psychological, physiological, and environmental factors. Interventions such as Cognitive Behavioral Therapy (CBT), biofeedback, and structured programs like ConfiDance show promise in reducing MPA and enhancing performance. However, additional research is needed to develop interventions tailored to musicians of different skill levels and genres. Further studies should also explore personality traits, performance settings, and long-term coping mechanisms for comprehensive support. The review underscores the significant mental health challenges musicians face, including high levels of stress, anxiety, and depression. The demanding nature of their profession—marked by performance pressure, irregular schedules, financial instability, and social isolation—contributes to these issues, potentially affecting creativity and career longevity. Addressing these challenges through targeted interventions is crucial for supporting musicians' mental well-being.
- Physical education teachers’ representations of their training to promote the inclusion of students with disabilitiesPublication . Celestino, Tadeu; Ribeiro, Esperança; Morgado, Elsa; Silva, Levi Leonido; Pereira, AntoninoSchool inclusion is based on the need to adopt and implement a holistic view of education, training, and human development embodied in the idea of everyone, for everyone. In the context of Physical Education (PE), there are still several constraints to the realization of this universal desideratum. Among these, teacher training and qualification for the inclusion of students with Specific Health Needs (SHNs) stands out. That is, students with physical and mental health problems whose impact is significantly manifested in the learning process. Thus, the objective of this study was to identify the representations of PE teachers about their training to develop inclusive processes with students with SES. Participants in this study were 151 PE teachers from different regions and districts of Portugal (Algarve, Aveiro, Castelo Branco, Lisbon, Porto, and Viseu) who had 23.6 +/- 8.1 years of teaching service. Teachers answered an online questionnaire, on the Google Forms platform, with open and closed questions about their education and training to develop inclusive processes in PE. The results indicate two significant dimensions: (1) initial training for teaching inclusive PE and (2) continuous training for inclusion. Regarding initial training, a large majority of the teachers under study, at the end of their initial training, did not have the essential skills to teach PE to students with SES. It was also identified that a large majority reported not having had any contact with students with SES throughout their training process for teaching. It was also recognized that this training was not adjusted to the development of intervention skills with students with SHN. Regarding continuous training, it was identified that attendance at this training increased their skills to teach PE to students with SHN. Workshops/actions/training courses are the main training models adopted. However, it is recognized that the training provided does not respond concretely to their training needs to intervene with students with SHN, since teachers essentially seek to improve intervention in the context of inclusive physical education. We conclude that teacher training for inclusion is not yet fully adjusted to the reality of the inclusive school paradigm. In this sense, in practical terms, the following are suggested: (1) the need for reinforcement in study plans with specific and long-term curricular units; (2) the introduction of real practice components in context; and (3) supervised pedagogical practice in diverse contexts.
- Technology-Mediated Education: impact of AI on the main distance learning modalitiesPublication . Morgado, Elsa; Silva, Levi Leonido; Pereira, Antonino; Gouveia, Luís BorgesArtificial Intelligence (AI) and distance learning (EaD) have profoundly transformed education, redefining teaching methodologies and learning dynamics. When integrated into educational environments, these technologies facilitate equitable access to knowledge, enable personalized learning, and enhance pedagogical flexibility. E-learning, blended learning (b-learning), and mobile learning (m-learning) exemplify technology-mediated instructional modalities that empower learners and educators to engage in innovative knowledge construction, transcending geographical barriers. This study critically examines the impact of AI-driven digital platforms on distance learning and their implications for pedagogical efficacy. A quantitative research design was employed to evaluate the benefits and challenges associated with AI-integrated digital platforms in distance education. Data were collected through an online survey administered to education professionals from three Portuguese-speaking regions with significant engagement in digital learning: Portugal (Europe), Brazil (Latin America), and Angola (Africa). The survey assessed perceptions regarding the extent to which AI-enhanced platforms influence pedagogical practices and learning outcomes. Analysis of 230 validated responses revealed substantial insights into the role of AI-driven platforms in education. Findings indicate that these technologies foster accessibility, support individualized learning pathways, and enhance instructional adaptability. Additionally, the study identifies key areas for improvement in the integration of AI-driven platforms within pedagogical frameworks to optimize educational efficacy. The findings highlight the transformative potential of AI and digital platforms in distance education, emphasizing their capacity to enhance learning experiences and promote knowledge democratization. Nevertheless, the study underscores the necessity for ongoing optimization of these technologies to fully harness their pedagogical benefits and address existing limitations.